Education
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| Teaching elementary students on how to use personal computers to access the Internet and write scholastic reports is considered an essential aspect of Taiwan's modern education system. (Photo by Hsu Yun-pin) |
The Law of Educational Budget Allocation and Management 教育經費編列與管理法 passed the Legislative Yuan on November 28, 2000, stipulating that beginning in 2002, the educational budget shall not be less than 21.5 percent of the average of the three previous years.
For the 2001 fiscal year, government spending for education exceeded US$16.31 billion, or about 5.89 percent of the GNP, with 4.22 percent allocated for public schools and 1.67 percent for private ones.
Nine years of education has been compulsory since 1968, and there is a wide range of other educational options for citizens of all ages. From August 1, 2001, to July 31, 2002, (hereafter, SY2001), some 99.95 percent of all elementary school-age children (age six to 11) attended school. The total enrollment rate of the population aged between six and 21 was 93.17 percent. Roughly 238.95 persons for every one thousand of the total population was attending an educational institution of some type. In SY2001, there were 8,158 registered schools, with an average of 35.20 students per class and a student to teacher ratio of 19.71 to 1. As of the end of 2001, the national illiteracy rate of the population over 15 years old stood at 4.21 percent. The rate continues to decrease as the enrollment rate for school-age children remains high while the number of the illiterate old generation diminishes year by year.
Even though a larger proportion of the population now receives higher education (48.8 per 1,000 persons in 2001), the education system in general has been criticized for its inflexibility and failure to address the needs of Taiwan's rapidly changing society. As a result, educational reform has become a top priority and, in the last few years, measures have been adopted to solve problems in different areas of the educational system. Measures have focused on establishing a more comprehensive compulsory education system; creating a more universal preschool education system; improving the higher education system; diversifying and refining the vocational education system; setting up a system of life-long learning and information education; and adding additional channels for continued study, new student counseling systems, and programs for fostering pedagogic talents and on-the-job training. Furthermore, family education, aboriginal education, special education, and budget allocation and research are being emphasized. These measures will be discussed in the following sections.
Mainstream Education
Preschool
In 1950, there were 17,111 students enrolled in Taiwan's 28 kindergartens, and preschool education was uncommon. Although the number of preschools and students between three and five years old has increased tremendously since then, limited financial resources have kept two-year preschool education an optional part of the educational system. The Preschool Education Law 幼稚教育法 was promulgated in 1981 to set basic standards for preschools. This law covers the kindergarten system, the number of students allowed per class, required personnel qualifications, minimum standards for facilities, and financial penalties for violations.
Education in Taiwan is centrally managed. The Ministry of Education 教育部 (MOE) sets national education policy and directly oversees departments and bureaus of education at the municipal and local levels. In addition to several supportive administration departments, the MOE has departments of higher education 高等教育司, technological and vocational education 技術及職業教育司, secondary education 中等教育司, elementary and junior high school education 國民教育司, social education 社會教育司, and physical education 體育司; bureaus of international cultural and educational relations 國際文教處 and of student military training 學生軍訓處; divisions of environmental protection 環境保護小組, mainland affairs 大陸事務工作小組, and special education 特殊教育工作小組; an advisory office 顧問室; as well as committees or councils on academic reviewal and evaluation 學術審議委員會, student counseling 訓育委員會, medical education 醫學教育委員會, overseas Chinese education 僑民教育委員會, educational research 教育研究委員會, Central Review Committee for Teachers' Complaints 中央教師申訴評議委員會, and Mandarin promotion 國語推行委員會. Other affiliated social educational institutions include libraries, museums, concert halls, theaters, and an acting troupe. The MOE also has 22 overseas offices to assist ROC students studying abroad and to promote educational and academic exchanges with other countries. After the streamlining of the Taiwan Provincial Government, the provincial Department of Education has been restructured as part of the Central Regional Office 中部辦公室. Each municipal government also has a bureau of education 教育局, and county or city governments have education bureaus or sections 教育局. |
About 60 percent of registered kindergartens are private institutions, and therefore charge higher tuition. Of Taiwan's kindergartens, 405 of them are in Taipei City (13 percent), and another 167 are in Kaohsiung City. Private kindergartens in metropolitan areas usually have fewer problems recruiting students, because most parents want their children to get a head start in the highly competitive educational system. Outside the larger cities, however, private preschool fees are often a burden for average-income families. By 2002, 40 public preschools had been set up in remote, mountainous, and outlying areas, such as Penghu County and Kinmen and Matsu area.
The MOE has recognized the widespread desire of parents to send their children to preschool, and it has tried to increase the number of these schools by affiliating them with existing elementary schools (about 1,250), often using the same school facilities. Public kindergartens set up by local governments are also encouraged. The central government hopes to increase preschool enrollment for five-year-old children to at least 80 percent. In SY 2001, preschool enrollment rate was 26.96 percent. It still has a long way to go to reach the ideal rate.
In 1983, the MOE formulated the Measures for Encouraging Private Preschool Development 私立幼稚園獎勵辦法 to stimulate the growth of well-established preschools. This adjusted the preschool system in several ways, such as restricting the number of students per class, providing more on-the-job training programs for teachers, and improving the pupil-to-teacher ratio (12.40 pupils to one teacher in SY2001). The students per class ratio were 24.28 this year.
In 1995, the MOE promulgated the Establishment Standard for Universities and Colleges Offering Teacher Education 大學校院教育學程師資及設立標準, which created a regular channel for training teachers for the preschool system. In 1999, a mid-range plan for developing and improving preschool education was formulated to strengthen legislation, administration, teaching quality, evaluation, and supervision. The MOE is constantly reviewing preschool curricula to ensure that these schools fulfill the purposes stipulated in the Preschool Education Law, such as helping to foster good habits, promoting basic physical and mental development, and enriching children's living experiences.
Fundamental Education
The ROC Constitution entitles all children to at least six years of basic education. The National Education Law 國民教育法, promulgated in 1979, stipulates that all school-age children (between six and 15) must attend six years of public elementary school and three years of junior high school. Exceptions to this rule are children with special educational needs, students who spend time in supplementary education, and a small number of students in experimental schools (all discussed elsewhere in this chapter).
In 1982, the Statute of Compulsory School Attendance 強迫入學條例 was revised to state that parents or guardians of children between six and 15 are obliged to send them to school or be subjected to fines and other penalties. To enforce this statute, the Compulsory Attendance Committee 強迫入學委員會 was set up at different levels of local governments.
In SY2001, the net enrollment rate of elementary students eligible for universal public education was 99.95 percent. Almost all (99.64 percent) children eligible to begin the first year of elementary school were enrolled that year, as required by the government. Also that year, 99.15 percent of all elementary school graduates went on to junior high, and 99.97 percent of all junior high school graduates continued their studies.
During the same school year, Taiwan had about 1.93 million students attending 2,611 regular elementary schools, 935,738 students enrolled in 708 regular junior high schools, and a small number attending experimental elementary and junior high schools. A larger percentage of students are now continuing their education. In 1950, about 94 percent of all students were in elementary or junior high schools, while only 3.7 percent were in high school programs or above. In SY2001, only 54.14 percent of all students were in elementary or junior high schools.
About 96 percent of those who completed their compulsory education in SY2001 pursued further studies. Even though the remaining students entered the unskilled labor market or worked at marginal jobs, the MOE has designed a program to help these former students acquire more skills (see section on junior high school).
The Challenge 2008 National Development Plan emphasizes the fostering of talent for the development of digital Taiwan. The first project of the six-year plan is the cultivation of talent for the e-generation, recognizing that a skilled workforce is the basis of all development. To meet the future challenges of globalization and internationalization, the ROC should first enhance the abilities of its people. Consequently, the government is committed to establishing an environment for globalization education. This project emphasizes the ability to master foreign languages, especially English, and the use of Internet. Since English is the language that connects the world, the government designates English as a quasi-official language and actively expand the use of English as a part of daily life. In addition, physical health and culture is the foundation for the next generation of society. Therefore, the government emphasizes culture, art, sports, and civility in education. |
Elementary Education
Elementary schooling is the first formal education children receive, and the paramount aim is literacy. In 1952, about 42 percent of the Taiwan population could not read and write, and elementary school graduates accounted for 77.5 percent of the total number of all graduates. In the 15 years that followed, the population's general educational level improved as increasing numbers of children went on to secondary education. By the end of 2001, the illiteracy rate of ROC nationals was 4.21 percent, down from 4.45 percent from the previous year.
The implementation of universal elementary education has been a success. In 1967, about 97.52 percent of the students aged six to 12 were enrolled in school. By SY2001, the enrollment rate was 99.95 percent, with an average of less than 30.48 students per class.
In 1968, when the government introduced nine-year compulsory education, elementary school graduates accounted for 57.35 percent of Taiwan's total graduates. By SY1999, they accounted for 25.69 percent of the total, a strong indication that the general level of education had risen. In 2000, the government spent about US$2,714 on each elementary school student, roughly 4.75 times as much as was spent a decade ago. Of the 1,925,491 students in 2,611 elementary schools in SY2001, about 99.15 percent of the graduates continued on to junior high.
| SY2001 Mainstream Primary and Secondary Educational Resources | |||||
|---|---|---|---|---|---|
| Kindergarten | Elementary School | Junior High | Senior High | Senior Vocational | |
| Schools | 3,234 | 2,611 | 708 | 295 | 178 |
| Students | 246,303 | 1,925,491 | 935,738 | 370,980 | 377,731 |
| Teachers | 19,799 | 103,501 | 49,318 | 31,894 | 17,397 |
| Students per Class | 24.28 | 30.48 | 34.91 | 42.40 | 41.04 |
| Source: Education Statistics of the ROC 2002 Edition, Ministry of Education | |||||
Junior High School
The three-year junior high school program in the ROC educational system is similar to grades seven through nine in the United States. Before 1968, junior high school education was optional. Students at this level accounted for less than 15 percent of the total graduates in 1950, and less than one-quarter in 1968.
Junior high school, often referred to as "intermediate education" in Taiwan, is divided into academic and vocational tracks. The future of each child is profoundly affected by the decisions made by educational authorities during these years. After completing three years of junior high school courses, graduates of both tracks must pass open examinations in their respective tracks in order to enter senior high school or senior vocational school, both of which are three-year programs. It is no longer difficult for students to transfer from one track to the other. Junior high school graduates from both tracks can now choose to transfer to either senior high school, senior vocational school, or a five-year college.
According to the National Education Law, every ROC citizen between 12 and 15 years of age is eligible for public junior high school education and has the option of attending a private school. In SY2001, there were 935,738 students attending 708 junior high schools, with an average class size of 34.91 students.
In SY2001, about 95.97 percent of all junior high graduates continued their studies in either senior high or vocational schools. As a part of educational reforms, the Joint Public Senior High School (JPSHS) Entrance Examination 公立高中聯招 was abolished in SY2001.
The junior high vocational program was abolished in 1970 after the implementation of nine-year compulsory education two years earlier. Some of the vocational courses were merged into the junior high curriculum, in accordance with Article 7 of the National Education Law, which states that junior high school curricula must meet both academic and vocational needs and technical courses should be included in junior high schools. Although specialized preparation for college or career usually begins at this level, specific vocational training is not particularly emphasized.
In
1992, the MOE implemented the Prolonged National Education Based Upon Vocational
Education Program 延長以職業教育為主的國民教育. In 1993, the program became an extension
of the nine-year compulsory education system. Technical training courses begin
in the third year for junior high students who do not wish to continue in
a general education curriculum. Upon graduation, they may also enroll in vocational
schools that provide a minimum of one additional year of vocational training.
In 1995, this program was transformed into the Practical Technical Program
實用技能班. In SY2002, 35,648 junior high graduates attended the program, and 9,901
students graduated from it in SY2001.
To reduce the pressures caused by the JPSHS Entrance Examinations, the MOE is planning to introduce the Implementation Policies for Pedagogic Innovations at the Elementary and Secondary Levels 加強輔導中小學正常教學實施要點. These policies will set up alternatives to the entrance exams by establishing experimental bilateral (combined vocational and academic) high schools 綜合高中 and comprehensive junior-senior high schools 完全中學, as well as the Voluntary Promotion Scheme for Junior High School Graduates Entering Senior High Schools 國民中學畢業生自願就學輔導方案. After abolishment of the JPSHS entrance examination, these alternatives will give students different channels to complete junior high and senior high education. Junior high graduates may enter secondary education through Multi-route Promotion Program for Entering Senior High Schools 高中多元入學方案, such as through registered enrollment 登記入學, admission by selection 甄選入學, and admission by application 申請入學. One has to pass the first Basic Achievement Test for Junior High Students 第一次國民中學學生基本學力測驗 (BAT) for both admission by selection and application. The junior high students must pass a second BAT before entering secondary education through registered enrollment.
Secondary Education
Secondary school in Taiwan is a comprehensive system that provides students with various types of educational programs for their intellectual development and career interests. The system of schooling, which follows after the nine-year compulsory curriculum, is a multilateral system in which students are assigned to different types of schools based on a range of factors. The majority of students in the mainstream educational system will enter one of three types of institutions after junior high school. Programs vary in length, though those oriented to college entrance are usually the longest and most difficult, terminating with rigorous examinations in the student's late teens.
Of the 302,767 junior high graduates in SY2000, 127,364 entered senior high schools, 115,517 went to three-year senior vocational schools. About 20,000 studied at various supplementary schools, 27,901 went directly into five-year "junior colleges" 五專, which also cover a student's high-school years, and 19,912 attended the Practical Technical Program. Only 4.03 percent of the students who completed their nine years of compulsory education did not continue their schooling. Before SY2001, senior high schools focused primarily on training students to pass the Joint University Entrance Examination 大學聯考 (JUEE), which was a requirement for all students entering college. Entrance into all of these institutions, except for the Practical Technical Program and a few other experimental cases, was by competitive examination.
| Higher Education Institutional Growth SY1988/2001 | ||
|---|---|---|
| 1988 | 2001 | |
| Schools | 109 | 154 |
| Graduate Program | -- | 1,668 |
| Students | 496,530 | 1,187,225 |
| Graduate Students | 17,341 | 103,213 |
| Source: Ministry of Education | ||
Senior High School
The three-year senior high school program prepares students aged 15 to 18 for specialized learning as well as for college study. In 1950, there were 62 senior high schools serving 18,866 students islandwide. Beginning in the 1970s, senior high schools entered a period of phenomenal growth. By 1972, there were 203 senior high schools with an enrollment of 197,151 students, more than ten times the number of students in 1950.
From 1971 to 1982, the number of students admitted into senior high schools gradually declined, while the number of students entering senior vocational schools increased to meet the growing demand for skilled workers in the rapidly growing economy. Later, when demand for high-quality professionals increased, educational policies were reversed, reducing the number of senior vocational school students and increasing the number of students admitted into senior high schools.
By SY2001, senior high school students totaled 370,980, and the ratio of senior high school students to those in senior vocational schools was 49.5 to 50.5 (including those in the first three years of five-year junior colleges was 44.0 to 56.0). Under the current education system, senior high graduates have two main options: either attend a university or college, or attend a two-year junior college or a four-year institute of technology after one year of work experience, provided that they have passed the relevant examinations. Some 70.73 percent of senior high school graduates chose to pursue higher education in SY2001.
To provide all students the opportunity for secondary education, the government has allowed all levels of training to be integrated, while maintaining enough variety to meet the different needs of students. The Voluntary Promotion Scheme for Junior High School Graduates Entering Senior High Schools calls for a unitary system, in which experimental classes or schools provide students with the option of attending a comprehensive junior-senior high school. This allows students to progress from the first year of junior high school through senior high school without having to take the competitive entrance examinations.
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| Audio-visual facilities, such as this language lab being used by an English class at the Taipei Municipal Ching Mei Girls' Senior High School, are considered a standard provision for most high schools in Taiwan. |
Senior Vocational School
The purpose of vocational school is to equip youths between the ages of 15 and 22 with vocational knowledge and skills. In 1950, there were 77 vocational schools enrolling a total of 335,524 students: one senior vocational school, 44 junior vocational schools, and 32 junior-senior vocational schools. The number of junior vocational schools and students declined in the subsequent years, and by 1968, all junior vocational schools had stopped enrolling new students. With the termination of the junior high vocational program in 1970, only senior vocational schools now remain.
In SY2001, a total of 377,731 students attended 178 senior vocational schools and 2,318 vocational classes offered by 97 senior high schools. Specialized high schools include those for arts, business, agriculture, specific trades, and industrial occupations, as well as paraprofessional occupations, such as nursing and midwifery. About 42.28 percent of vocational students majored in industry, 39.25 percent in commerce, 8.69 percent in home economics, 3.7 percent in nursing and midwifery, 3.57 percent in agriculture, 1.7 percent in marine products, and 0.8 percent in opera and arts.
Assuming they pass the relevant examinations, senior vocational school graduates may choose to either take a job or continue with studies at a four-year institute of technology, a university, an independent college, or a two-year junior college. In SY2001, about 41.82 percent of senior vocational school graduates entered an institution of advanced education or a noncollegiate post-secondary school.
Bilateral High School
Since 1996, several experimental bilateral high schools 綜合高中 have combined vocational and academic programs, enabling students to select from a much wider range of courses before deciding on either the academic or vocational tracks. This has broadened the knowledge base of students prior to selection between the two tracks and requires both minimum academic credits and years of attendance. Subjects covered in bilateral high schools, as part of the general education for junior high school students, include 10 competencies, namely a first and second language, mathematics, social sciences, natural sciences, the arts, home economics, physical education, composite or extracurricular activities, and vocational education. Various technical courses are provided for students taking on skilled trades and semiprofessional careers. Vocational training has been divided into different, optional levels. Preliminary college courses have been designated, and students who have graduated with 160 credits have a number of choices after graduation. They may go on to a university, four-year technical college, or two-year junior college by passing relevant examinations. Alternatively, they may leave school for work. In SY2001, there were 74,798 students enrolled in 144 high schools (including 96 private schools) that had adopted the bilateral high school curricula system. Nevertheless, all students of such experimental bilateral schools must fulfill the same general requirements for graduation as other high school students.
Comprehensive Junior-Senior High School
A pilot program designed to relax the fierce competition of the joint public senior high school entrance examination system and balance regional differences in educational resources between rural and urban areas has been conducted since 1996. Under the Comprehensive Junior-Senior High School System 完全中學, junior high students between 12 to 18 years of age enrolled in this program are directly promoted to senior high school without having to take the JPSHS entrance examination. By SY2001, 61 high schools of this type had been established.
| Taiwan Area Libraries | |
|---|---|
| National Library | 1 |
| Public Libraries | 618 |
| College Libraries | 174 |
| Senior High & Vocational School Libraries | 489 |
| Junior High School Libraries | 709 |
| Elementary School Libraries | 2,600 |
| Professional Libraries | 432 |
| Total | 5,023 |
| Note: Branch libraries are not included. | |
| Source: National Central Library | |
Higher Education
Higher education, also called post-secondary education or tertiary education, includes a variety of programs beyond secondary schools. In Taiwan, such education is provided by junior colleges, colleges, universities, and graduate programs. College and university enrollment in SY2001 was 48.78 per 1,000 of the total population, and if the two open universities and continuing education are included, the percentage was 54.10, ranking Taiwan as having one of the highest rates of enrollment in the world.Junior colleges focus primarily on applied sciences, staffing well-trained technicians for the labor market. Other than the five-year junior colleges, which usually enroll students directly from junior high school, there are also two-year junior colleges, technical and other colleges, and universities.
In theory, students can test into any of these institutions from either senior high or senior vocational schools. Moreover, students who complete any junior college program may take the relevant examinations to enter college or university as freshmen. If the college or university offers it, they may also transfer in by taking tests held by individual departments, entering as sophomores or juniors. Private medical colleges enroll transfer students through a joint entrance examination.
Finally, universities and colleges offer a wide variety of master's and doctoral programs, which are also entered through either individual competitive examination or directly from college or university.
In 1950, seven institutions offered higher education programs to 6,665 students. One university had three graduate-level departments. Since then, the government has established additional colleges and universities and has also allowed the private sector to set up such institutions. By 1974, 13 public and 19 private higher education institutions had been opened. The number of higher education institutions in SY2001 reached 154, consisting of 57 universities, 78 independent colleges, and 19 junior colleges. A total of 1,187,225 undergraduates were enrolled in these institutions, which also had 103,213 graduate students in 1,668 graduate programs.
Junior Colleges
Many junior colleges were upgraded to technology institutes in the past few years, although some still offer junior college programs. There were only 19 junior colleges in SY2001. Sixteen of Taiwan's 19 junior colleges are private. Junior colleges are categorized according to their specialization, including industry and business, paraprofessional, commerce, industrial and business management, maritime affairs, pharmacy, medical care, foreign languages, and food and catering. There were 79,371 students enrolled in the 19 junior colleges.
Five-year Junior Colleges
A junior college under this category admits junior high school graduates for five years of specialized or paraprofessional training, except for those majoring in pharmacy, veterinary medicine, marine engineering, or navigation, who are required to take an additional year of training. In SY2001, 174,428 students were enrolled in 3,580 classes held at five-year junior colleges, with 39,668 students graduating in SY2000.
Three-year Junior Colleges
Three-year junior colleges, which have decreased in number and importance, stopped enrolling freshmen in SY1996. Most three-year junior colleges are being upgraded to independent colleges. In SY2000, only four students were still in this category. After they graduate, there will be no more three-year junior colleges in operation. In 2001, after the graduation of the last two students, the operation of three-year junior college came to an end.
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| As the number of colleges and universities in Taiwan continues to increase, schools must try to attract outstanding students through activities such as this advanced education exhibition. |
Two-year Junior Colleges
This category admits senior vocational school graduates majoring in such subjects as business administration, engineering, math, computer science, medical care, agriculture, forestry, fishery, and home economics. Students with work experience can also seek admission. The architecture engineering program requires an additional year of training. In SY2001, there were 230,413 students studying in 4,496 classes. A total of 92,246 students graduated from two-year junior colleges in SY2001.
University, Graduate School, and Other Options
Most college and university programs last four years, with the exception of teacher training and architecture engineering, which require five years, and undergraduate law and medical programs, which last from five to seven years. In SY2001, 580,898 students were registered in 57 universities, including 27 national institutions. Another 78 independent colleges served the needs of 526,956 students.
Generally, institutes of technology recruit students through examinations, with two-year institutes of technology admitting junior college graduates and four-year institutes of technology admitting senior vocational school graduates.
A five-year post-bachelor's degree program of Chinese medicine recruits college graduates who have a minimum of four credits in each of the subjects of biology, organic chemistry, physics, and mathematics. Graduate programs usually admit students only after they have passed relevant examinations. Junior college graduates with relevant work experience are also allowed to take part in graduate school entrance exams.
Master's degree programs last one to four years. Doctorate programs admit master's degree holders or college graduates majoring in medicine. Such programs require two to seven years. In SY2001, there were 103,213 students studying in 1,668 graduate programs, including 15,962 studying for doctorates. In SY2000, 1,463 doctorates, 20,752 master's degrees, and 117,430 bachelor's degrees were awarded.
By the end of 2001, there were 5,023 libraries and information centers in the Taiwan area. The National Central Library (NCL) under the Ministry of Education handles the collection, deposit, and review of books and literature, as well as general research and guidance for all of Taiwan's libraries. The NCL has a collection of 1,844,697 books (9,029,413 in Chinese), 20,732 periodicals (11,533 in Chinese), 409 newspapers, 762,900 non-book materials (comprising 4,659 audio tapes, 9,521 video tapes, 1,727 disks, 6,045 VCD/DVD/CDs, 35,222 rolls and 667,618 pieces of microfilm), and 159 databases. The NCL also has a large collection of ancient rare books, calligraphic writings, and governmental publications. Since July 1989, the NCL has provided a free-of-charge ISBN system to publishers. By the end of 2001, over 9,000 publishers were using the system. To promote the internationalization of ROC libraries, the NCL participates in many major international library associations. Source: National Central Library |
Alternatives to Mainstream Education
Special Education
This category includes programs and facilities for gifted children, as well as those with special needs due to handicaps or learning disabilities. There are special schools in the latter category for blind, deaf, physically handicapped, and mentally retarded students. Generally, these schools are operated by the government and run parallel to the mainstream educational system, extending from preschool through senior vocational school. In SY2001, there were 5,860 students in 24 such schools. In addition, 2,586 mainstream schools offered 5,040 classes for 90,389 special students (disabled or gifted).
In SY2001, three schools for the blind had an enrollment of 441 students, four schools for the deaf enrolled a total of 933 students, nine schools for mentally retarded pupils had 3,235 students, one school for the physically handicapped had 385 students, and seven special schools for students with learning problems had 866 students.
In SY2001, the Resource Education Program 資源教育方案 helped establish 1,075 resource rooms 資源班, providing facilities for 20,681 students with special needs at the elementary and high school levels.
In SY2001, a total of 151 schools offered classes for 11,386 gifted students 資賦優異生, and another 467 schools provided classes for "talented" students 才藝優異生. Most gifted and talented children are educated in regular schools, but with special provisions to meet their needs. Gifted students are classified as those who have superior abilities in either mathematics or the sciences, whereas talented students are those who excel in such areas as music, fine art, dance, or sports.
Since the formulation of the Special Education Law 特殊教育法 in 1984, handicapped children or those with other health problems have been allowed to receive education at home. In SY2001, home study services were provided to 1,356 special students by 98 schools.
Social Education
The Ministry of Education supports a number of social education programs under the Social Education Law 社會教育法. These programs include support for supplementary education, adult education, and other services such as museums, libraries, exhibition centers, social education centers, and cultural centers. Social education programs include courses in Mandarin Chinese (for native speakers of regional dialects) and family education.
Supplementary Education
Supplementary schools may be private or public. Most students receive certificates upon completion, and some may receive diplomas equivalent in level to those in the mainstream system by passing examinations. The top schools in the supplementary system are open universities. National Open University 國立空中大學 has been in operation since 1987, while the new Open University of Kaohsiung 高雄市立空中大學 began enrolling undergraduates in 1997.
In SY2001, the two open universities provided education to 33,681 students. The male-female ratio was 1 to 2.3. Of all the age groups, female students aged between 30-34 ranked the highest. In SY2001, there were 2,647 graduates from these two universities.
Supplementary education can be divided into three types: compulsory, advanced, and short-term. Supplementary schools are attached to regular schools at their corresponding levels in the mainstream either as correspondence or night schools. Weekend classes are also offered.
Supplementary compulsory education, also known as fundamental supplementary education, is a formal educational activity for adults and includes elementary through junior high school level courses. Supplementary advanced education, or continuing education, enrolls students from four different areas: senior high school, senior vocational school, junior college, and college. After completing the prescribed courses of study and passing the qualification exams, graduates earn mainstream-equivalent diplomas. Those enrolled in short-term supplementary education usually do so in either general or technical educational courses.
In SY2001, 231,332 students attended 876 supplementary schools. Approximately 35,329 elementary and junior high students were in 642 schools; 5,400 senior high and 104,943 senior vocational students were in 234 schools; 76,091 junior college students were in 45 schools; 9,569 supplementary college students were in 31 schools; and 33,681 students were in the two open universities. There are two kinds of undergraduates in open universities: regular students and elective students. To be admitted, regular students must be at least 20 years old and have senior high school or equivalent qualifications. To graduate, regular students must acquire 128 credits. Elective students must be at least 18 years of age, are not required to have senior-high school equivalent qualifications, and need to get 40 credits before becoming regular students. If they choose to continue, they can get their bachelor's degree for another 88 credits.
In addition, 39,750 students participated in the Practical Technical Program offered by 157 schools. This program provides practical skills and craftsmanship for those who do not wish to continue academic studies after the compulsory education.
Short-term Supplementary Classes
A large number of private supplementary schools 補習班, or "cram schools," prepare students for the senior high school and university entrance examinations. Other cram schools specialize in such subjects as foreign languages, children's classes, civil service exams, TOEFL, and other exams required for study abroad. A large number of students also attend review classes at the 4,295 such schools in order to gain academic assistance in general subjects and pass entrance examinations. As of the end of 2002, there were 10,435 such schools registered with the MOE. About 16.2 percent of Taiwan's registered cram schools are in Taipei City, 10.5 percent in Taipei County, 10.5 percent in Kaohsiung City, and 8.9 percent in Taichung City. Metropolitan areas have the largest market for short-term supplementary education.
As the government encourages English proficiency for the ROC nationals, the number of English language schools grew rapidly and increased to about 4,000 in 2002. Furthermore, more people attended supplementary computer classes to gain an edge in the competitive job market.
Since cram schools fulfill a definite need in Taiwan's educational system, the government is exercising closer supervision of their safety and educational standards.
Continuing Education Outside of Taiwan
In August 2001, the MOE announced that universities in Taiwan would be able to open extension programs abroad Taiwan. This change in policy was made to answer local universities' demands to offer extension programs for Taiwanese business people in Southeast Asia and China, as these two areas have the highest concentration of Taiwanese expatriates.
Under this plan, credits earned in the extension programs will be applicable toward a bachelor's or master's degree. Current regulations will also be revised to accommodate the overseas education program.
International Exchanges
Cultural Exchanges
The MOE sponsors many activities to enhance international cultural and educational exchanges. For instance, in 2001, it offered grants to 67 international academic meetings and invited many outstanding foreign professionals to share their expertise with scholars and students in Taiwan.
In order to provide youngsters a chance to broaden their views and experience different cultures, various performing groups were organized for overseas exchanges by the MOE, which assisted some 152 performing groups from schools of different levels. Some 4,010 participants took part in these exchanges.
Scholastic Exchanges
Cultural exchange agreements have been signed with friendly nations to strengthen scholastic exchanges. Scholarships and donations of books and other publications have been offered. In SY2001, 6,380 foreign students from 112 countries studied in Taiwan. Eighty-two percent of them came to study Mandarin Chinese.
Before 1989, government permission was required for all students to study abroad. According to official records, the number of Taiwanese students studying abroad increased annually between 1973 and 1989. In 1988, 6,382 of the 8,178 ROC students going abroad went to the United States. Taiwanese students applied for 32,162 overseas student visas in 2001.
Other Educational Options
Adult education classes are offered in such areas as writing skills, practical mathematics, and civics. Technical classes in basic job skills are also available at training centers. In addition, National Open University offers classes through radio and correspondence that can lead to a bachelor's degree. The Open University of Kaohsiung is the second university to offer such courses and is the first to be located in southern Taiwan. These open university programs are available to all senior high school graduates or equivalently qualified secondary education students. The Educational Broadcasting Station 教育廣播電臺, Chinese Television System 中華電視股份有限公司, and school-on-the-air 空中教學 also offer educational classes.
Educational Reform
Mixed Success
The ROC educational system is, by many standards, a mixed success. On the one hand, literacy is high and educational opportunities are varied and widely accessible. A quarter of the total population is enrolled in some form of educational institution or program, and students generally emerge from the mainstream system skilled, well-informed, and self-disciplined.
On the other hand, calls for sweeping reform of the educational system are quite common. In particular, the Joint University Entrance Examination (JUEE) has come under frequent criticism.
In July 1994, the Seventh National Education Conference 第七屆全國教育會議 noted the need for diversified cultural development and improved education. Among the more important issues discussed were distributing educational resources, revising the structure and flexibility of the curriculum, improving teacher quality, life-long education, physical education, and promoting cross-strait academic exchanges.
The Commission on Educational Reform 教育改革審議委員會 (CER), headed by Nobel laureate Lee Yuan-tseh 李遠哲, was formed in late 1994. The commission was responsible for analyzing the problems of the education system and suggesting reforms. The commission's report was made public at the end of 1996 and included such suggestions as the implementation of multiple channels for students to advance to higher levels of education without relying solely on examinations. In the past, all junior high graduates were required to pass joint examinations in order to enter senior high schools; however, starting in SY1998, Taipei City became one of the first designated cities to allow junior high school students to advance to senior high school without passing an entrance exam (through a comprehensive junior-senior high school program). The report also suggested establishing a comprehensive six-year high school secondary education. The key concept underlying these reforms is flexibility. Other areas examined include the allocation of educational resources, adult education (including retraining), improved teacher training, innovative teaching techniques, and curriculum changes.
New directives in education have been formulated to enhance professionalism. Quality education will help meet world competition and sustain national growth. High-priority reforms include: lowering the students/class ratio, increasing the number of professional personnel in compulsory education, improving professional education standards, strengthening preschool education, promoting computerization, enhancing nine-year compulsory education, cooperating with enterprises, strengthening higher education, and caring for disadvantaged groups.
Inordinate Emphasis on Examinations
There is growing dissatisfaction with the emphasis on examinations, especially the university entrance exam system. Currently, students are required to take uniform national examinations depending upon the type of institution and the field of study they wish to enter.
This highly competitive system places tremendous stress on young people. A typical college-bound 17-year-old will devote at least a year to test preparation, often attending both regular senior high school and cram schools. Many students who fail to gain admission to the school or field of their choice will spend another full year preparing in cram schools to retake the examination.
Another main criticism is that the exams emphasize rote memorization of texts. Critics of the system, as well as many students, feel that exam-takers are forced to memorize vast amounts of pedantic trivia, which are regurgitated during the exams and then forgotten. The emphasis on preparation for examinations based on rote memorization is a problem that permeates the entire school system. Reformers say that students are denied the opportunity to develop creativity and independent thinking. They maintain that these skills, rather than the self-discipline for memorization and the deference to authority taught by the existing system, are more suited to contemporary needs.
Both the JPSHS Entrance Examinations and the JUEE are under heavy criticism due to the fact that they dominate academic activities, twisting students into test-taking machines. Worst of all, this venue for pursuing higher education is only available to students once a year. After reform has been implemented, students will have more choices and less stress from taking examinations.
Multi-route Promotion Programs
- Multi-route Promotion Program for Entering Senior High Schools 高中多元入學方案
Effective SY2001, the JPSHS Entrance Examinations were eliminated, and a multi-route program to enter senior high school was implemented, allowing junior high graduates to enter senior high schools through assignment, application, or selection by recommendation. However, junior high graduates must still pass the Basic Achievement Test for Junior High Students 國中基本學力測驗 (BAT).
The BAT, which takes place twice every year, covers Chinese, English, mathematics, natural science, and social science. The BAT is the primary index for admission into secondary institutions. After obtaining a BAT score, students can file applications, to be selected by recommendation, or get assigned based on their BAT score. Starting SY2002, all junior high school graduates planning on entering senior high schools, vocational schools, or five-year junior colleges will be required to submit a BAT score.
- Multi-route Promotion Program for College-bound Seniors 大學多元入學方案
The JUEE has been in use for 48 years. Starting SY2002, it will be replaced by a new system, which comprises application, selection by recommendation, or a new version of the JUEE. The application method will require students to first pass the general Scholastic Attainment Test for College-Bound Seniors 學科能力測驗 (SAT), and then apply individually to the colleges they wish to attend.
The selection by recommendation method calls for recommendations by senior high schools on the student's behalf. Each senior high school will have a quota of students they can recommend. The student then takes the SAT and the College Testing of Proficiency for Selected Subjects of College-bound Seniors.
The new version of the JUEE is divided into three different models of examinations. Both model A and B will require SAT scores, but each will be on different subjects for the College Testing of Proficiency for Selected Subjects of College-bound Seniors 指定項目甄試, depending on the college. Model C is the same as the current JUEE.
To minimize the concerns of students, in SY2002, the application and selection by recommendation methods will only cover a quarter of the total students admitted into college, with the current JUEE (Model C) accounting for 40 percent.
Shortage of Resources and Opportunities
Many of the problems facing Taiwan's educational system center around the inadequacy of resources, especially high student-to-teacher ratios and high student-to-classroom ratios. These ratios partially reflect the instruction quality, resources, and facilities of Taiwan's schools. By SY2001, the preschool student-to-teacher ratio was 12.09:1, 18.96:1 for elementary, 15.60:1 for junior high, 19.69:1 for senior high, 20.61:1 for vocational high, 20.08:1 for junior colleges, 19.20:1 for independent colleges, 18.98:1 for universities, and 3.74:1 for special schools.
The intense competition for entry into high schools and universities is the result of a demand for more places than currently exist in these institutions. In recent years, the government has allowed many colleges to expand and upgrade to university status in an effort to alleviate shortages. Moreover, plans are currently being discussed to restructure the ratio of students in senior high schools compared to those in senior vocational schools. Currently, the ratio is roughly 45.5:54.5. As the number of colleges gradually increases to accommodate more high-school graduates, the number of senior high school students is expected to be more than senior vocational schools in the future.
Reform Measures
New Paths for Advancement
A few experimental programs to provide alternative routes to higher education are now being tested. The experimental comprehensive junior-senior high schools and bilateral high schools are in many ways considered breakthroughs in secondary education. There are now a number of other experimental programs for senior high school entrance, such as by assignment in accordance with the Voluntary Promotion Scheme or by promotion within the same schools. Special education students may be recommended in accordance with the Special Recommendation Measures of Advancement Governing the Age and Years of Study for Special Students 特殊教育學生入學年齡修業年限及保送甄試升學辦法.
Senior high schools or high schools in the designated experimental districts are free to join experimental programs, and positions are available to junior high school graduates. In some experimental programs, advancement to successive levels is determined by either the student's in-school performance (cumulative grades at the rate of 20 percent for first-year grades and 40 percent for each of the next two years), achievement test scores, or assessment of early promotion test scores. Other experimental methods combine grades with examinations. Most of the experimental high schools are required to either set up a senior high school admission board or be placed under the district board.
The First Through Ninth Grades Curriculum Alignment for Elementary and Junior High Education
Before educational reforms, incompatibilities between junior high and elementary curricula adversely affected the educational system. The First Through Ninth Grades Curriculum Alignment for Elementary and Junior High Education 國民中小學九年一貫課程 is a more comprehensive and thorough curriculum designed for compulsory education. It is meant to foster well-rounded personalities within students, as well as respect for democracy and the rule of law, better judgement, humanitarian consciousness, creativity, and physical and mental aptitude. Five basic areas are emphasized in the nine-year comprehensive curriculum: developing a humanitarian attitude (self-understanding and respect for others and different cultures), harmonizing different human qualities (sense and sensibility, theory and practice, and human sciences and technology), establishing a democratic attitude (self-expression, independent thinking, social communication, tolerance of different opinions, team work, social service, and a respect for the rule of law), fostering nationalist and patriotic worldviews (both cultural and ecological), and fostering a habit of life-long learning.
There are five domains of studies: languages, health and physical education, social studies, arts and humanities, and interdisciplinary activities. Language comprises 20 to 30 percent of the total curriculum; the other six areas are evenly distributed. In order to better prepare students for the world, English is compulsory from the fifth grade on, two years earlier than before. One of Taiwan's local dialects--Southern Fujianese, Hakka, or an aboriginal dialect--is required from first through sixth grade, but optional in junior high school.
The First Though Ninth Grades Curriculum Alignment began implementation in SY2001. In order to smooth the path of adjustment, the curriculum was only implemented for first-grade students in SY2001, then to second, fourth, and seventh in SY2002; and finally to third, fifth, eighth, and sixth and ninth grades after SY2002.
Curriculum Revisions
New teaching methods and textbooks are also being introduced. In 1992, the MOE introduced an experimental interactive teaching method for mathematics designed by a group of math teachers and other reform-minded educators. These methods were successful and are still being implemented today. Social science and history textbooks are being rewritten, and since SY1996, the MOE has given elementary school administrators the freedom to select their own textbooks. To achieve this, the ban on teaching materials was lifted and replaced by teaching outlines. Each school now has a curriculum development committee to review teaching materials in accordance with these teaching outlines so as to best meet the demands of students in their particular area. Aside from the standardized elementary textbooks edited and published by the government, privately published texts, which are approved by competent authorities, are now use. In July 2002, a new elementary and junior high school syllabus has been designed for SY2003. And in SY2002, junior high texts have been approved for issue by private publishers.
Greater Number of Choices
Students now have more opportunities to choose electives. Perhaps the clearest example of this increased flexibility is the MOE's experimental program, in which students do not have to declare their major fields of study during their first year or two in college, preventing students from being stuck with a major they chose while still a high school senior. This has made schools more responsive to market demands for various fields, making them better suited to meet the needs of society.
The MOE is also continuing its policy, begun in 1993, of gradually reducing class sizes for all junior high and elementary schools to 35 students or fewer. These measures are subject to financial resources, teachers, and the land available for school construction. By SY2001, over 95 percent of all first grade classes had been reduced in size to 30.48 students or less.
Non-governmental reform efforts are also underway. Two well-known experimental elementary schools, the Forest School 森林小學 and the Caterpillar School 毛毛蟲學苑, have both been established with small class sizes, low student-teacher ratios, and a curriculum that stresses creativity, personal growth, dignity, independent thinking, and harmony with nature. Civic reform groups are also currently lobbying the government to make it easier to establish private educational institutions below the university level.
A Mixed Reform Outlook
The call for increased educational resources will inevitably compete with other demands on the national budget, such as increased social welfare and environmental protection. Changes in the budgetary allocation for educational purposes are expected with the adoption of the new Additional Articles of the Constitution of the Republic of China in 1997. Even national universities must now raise part of their own funding, so that more resources can be allocated to fundamental (compulsory) education. Universities have to join together in fund-raising activities. Although universities must now raise funds for 25 percent of their budgets, those that exceed this rate will not be penalized by cuts in government budgetary support. That is, 75 percent of all university budgets will still be provided for by the government as a stable source of financial support.
While alternative schools provide ideal, flexible, humanitarian, and diversified education, they remain very expensive. Moreover, despite the flaws of the examination system with its demands for rote memorization, its universality and uniformity is fair and impartial. An increase in the number of universities, colleges, and junior colleges to 154 in SY2001 has allowed more people to enter the higher education system. In the SY2003, the accommodation rate of higher education for secondary graduates could reach 110 percent.
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